Source:https://www.canada.ca/en/public-health/services/publications/diseases-conditions/help-reduce-spread-covid-19.html

https://www.canada.ca/en/public-health/services/diseases/2019-novel-coronavirus-

infection/symptoms.html#s

Source: https://www.ontario.ca/page/guide-reopening-ontarios-schools

Source: https://www.pshsa.ca/resources/health-and-safety-guidance-during-covid-19-for-student-transportation-employer

Source:https://www.canada.ca/en/public-health/services/publications/diseases-conditions/help-reduce-spread-covid-19.html

https://www.canada.ca/en/public-health/services/diseases/2019-novel-coronavirus-

infection/symptoms.html#s

Source: https://www.ontario.ca/page/guide-reopening-ontarios-schools

Source: https://www.pshsa.ca/resources/health-and-safety-guidance-during-covid-19-for-student-transportation-employer

Source: https://www.publichealthontario.ca/-/media/documents/ncov/wwksf-routes-transmission-mar-06-2020.pdf?la=en

Source: https://www.sickkids.ca/PDFs/About-SickKids/81407-COVID19-Recommendations-for-School-Reopening-SickKids.pdf

Source: https://www.sickkids.ca/PDFs/About-SickKids/81407-COVID19-Recommendations-for-School-Reopening-SickKids.pdf

Speaker Notes

For the grade level or subject(s) you teach, what are some of the key factors

to keep in mind, in terms of how things will be different this year? What will

you do differently as the school year begins to ensure students learn safely?

How might your practice evolve as the weeks progress?

Take a few moments to think about these questions, then turn and talk with

someone at your table.

Notes for Board Leads:

If you are conducting this training virtually, consider having participants

respond by texting their “learning buddy” colleague, or contribute to a subject-

specific slide in a collaborate deck online.

Allow 3-5 mins for discussion, then take 4 minutes to share back a few

responses and debrief.

Source: http://www.health.gov.on.ca/en/pro/programs/publichealth/coronavirus/docs/2019_reference_doc_symptoms.pdfSource: https://covid-19.ontario.ca/self-assessment/

Source: http://www.health.gov.on.ca/en/pro/programs/publichealth/coronavirus/docs/2019_reference_doc_symptoms.pdfSource: https://covid-19.ontario.ca/self-assessment/

Source: https://www.sickkids.ca/PDFs/About-SickKids/81407-COVID19-

Recommendations-for-School-Reopening-SickKids.pdf

Checklist: http://www.health.gov.on.ca/en/pro/programs/publichealth/coronavirus/docs/2019_pat

ient_screening_guidance.pdf

https://www.ontario.ca/page/develop-your-covid-19-workplace-safety-plan#section-1

Please encourage educators to continue to check the self-assessment tool as it is regularly being updated with the latest health information as found on the COVID-19SharePoint page. At the time of publication TVDSB is using Ontario West COVID-19 Self Assessment.

Source: https://www.sickkids.ca/PDFs/About-SickKids/81407-COVID19-

Recommendations-for-School-Reopening-SickKids.pdf

Checklist: http://www.health.gov.on.ca/en/pro/programs/publichealth/coronavirus/docs/2019_pat

ient_screening_guidance.pdf

https://www.ontario.ca/page/develop-your-covid-19-workplace-safety-plan#section-1

Toronto Public Health image: https://www.toronto.ca/wp-content/uploads/2020/05/8fdf-How-to-Safely-Wear-a-Cloth-or-Face-Covering-Banner.pdf

Alberta image: https://www.alberta.ca/masks.aspx

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●Students/staff will be required to bring their own drink bottle that is labeled, kept with them during the day and not shared.●Students/staff will be required to have their own individual meal or snack with no common food items.●Cafeterias are not to be opened for food service and schools will remove all self-serving food items.●Multi-use utensils will be cleaned after each use.●Schools will not plan activities that involve students in preparing or serving of food.●Third party food services, including nutrition programs, must be delivered in a way that any student who wishes to participate can do so. “Grab and Go format” is preferred. All surfaces, bins and containers for food must be disinfected prior to and after each use.●Students/Staff will perform hand hygiene before and after eating

The requirement to use what was provided by employer, with reasonable exceptions for medical conditions is outlined under clause 28(1)(b) of the OHSA.

Complete a warm up activity where educators share some of their top

considerations and concerns (could be completed in the chat window of a

Teams call), pick the top 5 topics, and discuss some factors/considerations

and concrete solutions, based on ideas they have already read about or seen

shared elsewhere.

What safety measures has TVDSB included in the protocols that were

reviewed in the COVID-19 General Awareness Training.

Build in at least ½ hour for this activity before debriefing and moving on to next

slide, with specific subject areas.

Music

A variety of delivery options may be considered to meet Music curriculum

expectations, which could include fully distanced learning, in-school instruction

with lower-risk creative performance opportunities (no singing or wind

instruments) or in-school instruction with no live performance.

HPE

In elementary and applicable secondary Health and Physical Education

courses, efforts should be made to address the overall expectations of the

Active Living and Movement Competence strands, as well as meet the

requirements under PPM 138 for daily physical activity for elementary students

outside, whenever possible. Gymnasiums can be used where physical

distancing measures can be followed.

Consider modifying layouts and using physical and visual guides, such as tape

or ropes on floors, grass or sidewalks, and signs on walls to facilitate physical

distancing.

Music

A variety of delivery options may be considered to meet Music curriculum

expectations, which could include fully distanced learning, in-school instruction

with lower-risk creative performance opportunities (no singing or wind

instruments) or in-school instruction with no live performance.

HPE

In elementary and applicable secondary Health and Physical Education

courses, efforts should be made to address the overall expectations of the

Active Living and Movement Competence strands, as well as meet the

requirements under PPM 138 for daily physical activity for elementary students

outside, whenever possible. Gymnasiums can be used where physical

distancing measures can be followed.

Consider modifying layouts and using physical and visual guides, such as tape

or ropes on floors, grass or sidewalks, and signs on walls to facilitate physical

distancing.

Source on outdoor learning: https://www.sickkids.ca/PDFs/About-SickKids/81407-COVID19-Recommendations-for-School-Reopening-SickKids.pdf

Facilitator note: Pause for questions

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Products that provide both the cleaning and disinfection action are preferable due to ease of use (e.g., hydrogen peroxide products). These should be used according to the manufacturer's instructions.

TVDSB has selected a Hydrogen Peroxide product – SDS will be on the HS Share Point websiteSource: https://www.ccohs.ca/oshanswers/chemicals/whmis_ghs/sds.html

This includes washrooms (e.g. toilet fixtures, faucets), eating areas (e.g. tables, sinks, countertops), doorknobs, light switches, handles, desks, phones, keyboards, touch screens, push buttons, handrails, computers, photocopiers, sports equipment.

Use multiple languages and graphics where necessary

Facilitator note: Pause for questions

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Source: https://www.ontario.ca/page/covid-19-stop-spread#section-0

School boards are encouraged to employ multiple strategies, informed by public health advice and jurisdictional research, to ensure schools are healthy and safe environments for students and staff

TVDSB is employing multiple strategies, informed by public health advice and jurisdictional research, to ensure schools are healthy and safe environments for students and staff

Facilitator note: Pause for questions

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● Elementary school children in Kindergarten through Grade 8 will attend school 5 days per week, with one cohort for the full day, including recess and lunch.

● The Ontario high school curriculum allows students to take one elective in Grade 9, and up to three electives in Grade 10. Secondary schools should restrict students in these grades to cohorts and maintain students in full-time and in-class delivery.

● According to Public Health Ontario:● Direct contact – The transmission of infection through

contact or droplet transmission● Indirect contact – Includes any mode of transmission

where direct contact or transmission is not involved (e.g., fomite transmission, airborne transmission, and vectors).

With respect to eating and drinking at school, it is expected that:• Staff and students will perform proper hand hygiene before and after eating.• Each student will have their own individual meal or snack with no common food

items.• Each student will be required to bring their own drink bottle that is labeled, kept

with them during the day and not shared.• Water bottles will be required to be filled rather than students and staff drinking

directly from the mouthpiece of water fountains.• Schools will remove all self-serving food items and microwave use will not be

permitted.• Multi-use utensils will be cleaned after each use.• Schools will not plan non-instructional activities that involve students in preparing

or serving of food.• Third party food services, including nutrition programs, will be delivered in a way

that any student who wishes to participate can do so. "Grab and Go format" is preferred. All surfaces, bins and containers for food should be disinfected prior to and after each use.

● Elementary school children in Kindergarten through Grade 8 will attend school 5 days per week, with one cohort for the full day, including recess and lunch.

● The Ontario high school curriculum allows students to take one elective in Grade 9, and up to three electives in Grade 10. Secondary schools should restrict students in these grades to cohorts and maintain students in full-time and in-class delivery.

With respect to eating and drinking at school, it is expected that:• Staff and students will perform proper hand hygiene before and after eating.• Each student will have their own individual meal or snack with no common food

items.• Each student will be required to bring their own drink bottle that is labeled, kept

with them during the day and not shared.• Water bottles will be required to be filled rather than students and staff drinking

directly from the mouthpiece of water fountains.• Schools will remove all self-serving food items and microwave use will not be

permitted.• Multi-use utensils will be cleaned after each use.• Schools will not plan non-instructional activities that involve students in preparing

or serving of food.• Third party food services, including nutrition programs, will be delivered in a way

that any student who wishes to participate can do so. "Grab and Go format" is preferred. All surfaces, bins and containers for food should be disinfected prior to and after each use.

Facilitator note: Pause for questions

57

Facilitator note: Pause for questions

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This will be a “back to school” like no other. We recognize the extraordinary times we are experiencing, the uncertainties and the impact on physical and mental health of all of those within the education system – students, staff and families. We all have specific and important roles and responsibilities in doing our best to support the mental health, well-being and learning for all of the students we serve.

To support a mentally healthy return to school, Directors of Education and system leaders have the following priority roles:

• Demonstrate a clear commitment to student mental health

• Ensure mental health is sequenced as a priority

Ensure that all work is culturally relevant and responsive and grounded in anti-racist and anti-oppressive practices

Align and monitor mental wellness and learning plans

• Support service coordination and student access to care

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These key messages which we hope will be communicated and modeled clearly and often will ground us in our work of supporting the mental health and well-being of students, staff and families.

The Mentally Healthy Return to School Toolkit is a comprehensive resource and is customizable to be used within school boards.

Like students, many staff members have experienced hardship, worry, disruption and loss over the past several months. Coming back to school holds many emotions for all of us. We all have a COVID story. Before we can get to the work at hand and our preparation for students, we need to take a moment to process what has happened, and to check in with one another.

To begin, we would invite you to take a few moments to reflect on these questions <feel free to use different reflection questions that you think would work well for your staff>. You might want to keep a few notes as you consider each question. We will give you about 5 minutes to consider these questions on your own.

<If meeting in person> When you are ready, join with a few others and pick one or two questions to consider together. Reflect together and share as you are comfortable. If you prefer not to join, that is okay.

<If meeting virtually> Let’s focus on question #2, would anyone like to offer a few ideas in the chat for things that have been helpful during the pandemic and

school closures? <consider offering an example of something that you found helpful e.g., taking walks, less time commuting> What about #3, anything anyone would like to share? <consider offering an example of something that you are apprehensive about e.g., how students will react to seeing teachers in masks, how to reach students that do not engage with school> We would love to hear what you are looking forward to the most, and if you have any wishes for students as they start this very unusual school year…

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In times of great uncertainty and change, it is helpful to start with principles to ground how we operate in schools.

The First 10 Days resource was created by practicing school mental health professionals and educators, alongside School Mental Health Ontario. It can be shared at the PA Day, or before. It is not meant to be prescriptive, but aims to offer a range of ideas to help you to get the school year off to a good start, in spite of the challenges. The activities outlined in the resource focus on relationships, connection, and community. The ideas offered here are meant to spark ideas with the understanding that educators will modify strategies to fit with their class grade and complement.

A slide deck for Mental Health, Well-Being and Anti-Bullying is available for school boards, in addition to the Mentally Healthy Return to School toolkit. Both are customizable. The Mental Health, Well-Being and Anti-Bullying deck is organized into chapters so boards can use the different pieces as needed. Each chapter includes key messages, reflective questions and links to additional resources.

Facilitator note: Pause for questions

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